Saubern, R., Henderson, M., Heinrich, E., & Redmond, P. (2020). TPACK–time to reboot? Australasian Journal of Educational Technology, 36(3), 1-9. After concentrating on the reasons students can be motivated and learning about theories supporting the push or interest behind their motivation, this week is focused on research observing, analyzing and improving teachers' integration with educational technology. Research on the theory, method and philosophy of teaching is called pedagogy. Although the science usually revolves around children it can be applicable to any age group. Education is described as a relationship between educator and student. The Technology Era presently has teachers integrating teaching within technology (SMART Boards, PowerSchool, Google Classroom). This article focuses on explaining TPACK which is built on the behavior, interaction, expertise, and knowledge with integrating technology in the classroom. The authors inform the reader on the history and breakdown of TPACK: technological, pedagogical, and content knowledge. Also describing 7 components within the TPACK diagram. It’s not about technology being the teacher, the core of TPACK is about finding what supports the understanding of knowledge teachers have already and adding value through effectively utilizing technology (like a tool). TPACK is a way of learning more about how the teacher can be better, improving how teachers think and can use technology efficiently and effectively. This article being one of the few that utilize other resources with references to TPACK it comes off more like a summary. TPACK plays apart in educational technology research by constantly being assessed, evaluated, and built on. It is three key components visually constructed as a Venn diagram intersecting technology, pedagogy (teaching strategies) and content (subject matter). They interact and influence one another. TPACK was first referred to as TPCK. Improvements and modifications to the model is a team effort taking the science behind learning from teachers, researchers, theorists, and other educators. Research focuses on making the teacher better with technology as an asset to learning not a substitution. Many researchers use TPACK as a starting point to build on. Examples being TPACK-COIR, TPACK-COPR and TPACK-IDDIRR (Lee and Kim, 2014). Figure 1. Technological pedagogical content knowledge. The source of the image is attributed as http://tpack.org/. +Intersecting parts of TPACK
Being a teacher, tutor and student, I never heard of TPACK. I can see the importance of collaborating with professionals in the field to observe the teachers’ comfortability with technology and that evolution reminds me of new media vs. old media. Old ways of teaching need to be fluid, relatable to the times and relationship between teacher and educational technologies have to be solid before the introduction to their learners for maximum support, like a trick down approach. My opinion is it closely relates to instructional design (ADDIE model) in that we often meet with subject matter experts to create materials but also on the opposing end they review, modify and collaborate with us to make the medium easily understandable. teacher framework education TPACK technology edu800 annotation teaching pedagogy behaviorism
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Hung, C. M., Hwang, G. J., & Huang, I. (2012). A Project-based digital storytelling approach to improving students’ learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368–379. Storytelling is defined as an instructional strategy for promoting learning and has been around for as long as humanity. Digital storytelling is a newer concept evolving from the utilization of the Internet. Think of YouTube, Prezi or social media for example. It takes into account visual (images, video), audio (music) and physical characteristics like virtual reality (VR) to capture and reattain young learners' attention. This article is still relevant today, it was published just over a decade ago (2012). Most children of the 21st century will have a familiarity and comfortability with technology like computers, tablets and smartphones. These devices are increasingly being used in educational settings to support learning in this case elementary education. The authors Hung, Hwang and Huang are Taiwanese education researchers who analyzed the behaviors of school aged children (grade 5) assigned to complete a project-based digital storytelling assignment. They had them use an age-appropriate learning management search engine on the computers called Microsoft PhotoStory. Educational researchers want to observe and find evidence of if and how students using these educational technology tools promote or hinder interest, motivation, engagement. It also takes into account how groupwork has an effect on social skill development. They find that building on prior knowledge shows best results of increased problem-solving competence. These young subjects were observed in a quasi-experiment based in the context of a science class. What the authors found were participants modeled behavior similar to the revised version of Bloom's taxonomy. On an individual level there was a higher degree of self-achievement, interest, engagement and enhanced trust. Findings state that clear, concise instruction and support from peers gives young learners confidence to be activated in this project-based instruction. They also found that these adolescent learners had a higher degree of creativity and individualism within the assignment (color, font, theme), feeling a greater commitment to learning from a self-directed (intrinsic) motivation. Research supports that storytelling is an effective instructional strategy for promoting learning motivations and improving the learning performance of students (Schank, 1990). It can enhance memory by allowing learners to recall the prerequisite learning and help develop interaction among students (Bruner, 1996; Zull, 2002). Hung, Hwang and Huang identify five elements for collaborative learning: active trust, face-to-face interaction, individual performance, interpersonal/group skills and group process. Many cognitive researchers state that higher-order thinking is important even in elementary school. I related to this article about digital storytelling from my instructional design background. I use digital storyboarding in creation of learning aids to make content more interesting. Often including computer-based trainings (CBTs) with avatars, voiceovers, and different skin tones to increase retention of information from the receiver. From a k-12 teacher perspective digital storytelling is a better way to increase knowledge while promoting engagement and collaboration (social skills, communication, sharing opinions.) In conclusion these findings state that project-based digital storytelling has the potential to enhance motivation, problem-solving and self-ownership of learning. Many of the findings correlating with basic aspects of instructional design specifically the ADDIE model (analyze, design, develop, implementation, evaluation). edu800 annotation week6 student-centered elementary education motivation problem-solving instructionPersonal Pick: Liontas, J. I. (2022). Let the Games Begin! Harnessing the Power of Gaming in Language Education. Iranian Journal of Language Teaching Research, 10(2), 1-16. https://cmich.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/let-games-begin-harnessing-power-gaming-language/docview/2732178980/se-2 Published by John Liontas, an American author from the University of South Florida, in an Iranian Journal the focus is to describe, explain and discuss the nature of system simulations and eLearning language games. Lionas’s core being English as a second language (ESL) or learning a foreign language online games. He states the advantages of simulations (augmented/virtual reality) through other researchers’ findings and his own experience as an ESL teacher. The article paraphrasing that simulation language games create a safe environment for practice, realism, and interest while encouraging continuous skill building through task completion. Having students learn within a game context is referred to as gamification. It combines art (graphics, animation), education, technology, entertainment, and memory retention into fun. Fun being interchangeable with play. Actively playing foreign language education games creates a better learning experience as its instant feedback and real-life practice replication promotes positive behavior change faster. Participants find it more enjoyable and attractive than learning a language in a traditional face-to-face setting. Some advantages of gamification in relation to foreign language education are high learner engagement, high recaller, better retention (sticky learning) and improved application in real-world scenarios both augmented and actuality. Games provide both positive and negative reinforcement, instant feedback and challenges that stimulate a refresh all while building on a review of primary learning. The more practice with playing these proficiency games trigger change in thinking and influence behavioral change. Simulations add better imagery, sound effects, environmental aspects. Building language skills can be great for learners at any level. Being able to set the pace or reach stages gives the student ownership of their learning. It’s a great synergy, creating engagement through academic technology. I agree with the article and would have liked using language learning games when I was my undergrad Spanish class. If first introduced to a more entertaining way of grasping information, my retention and confidence would probably be better. I remember taking Spanish 4 classes with past and present tense vocabulary and now can barely write a proper sentence. It holds true that if you don’t use it, you lose it but through eLearning educational language games future generations can learn while being entertained. Also keeping languages alive- think Latin. week6 annotation edu800 learning gamifacation retention second language learning eLearning augmented simulation Kuiper, Els, et al. “The Web as an Information Resource in K–12 Education: Strategies for Supporting Students in Searching and Processing Information.” Review of Educational Research, vol. 75, no. 3, Sept. 2005, pp. 285–328, https://doi.org/10.3102/00346543075003285. This article written in 2012, more than a decade ago. It includes one of the few studies with an emphasis on children, or young learners. It focuses on using the Web as an information resource. The author’s concentration is on how they utilize and comprehend information from online searches. Many recommendations and advancements have changed in present day (2023) in relation to this article. They refer to many other research studies that focus on the search behaviors of children using computers and their conclusions. It also involves the use of search engines, hypertext and the feelings/emotions children associated with finding the “correct answers”. The Internet has evolved so much with search engines like Google being one of the most advanced means of searches. Kuiper, Volman and Terwel focus on web activities using elementary and middle school learners, leaving out special needs children in their findings. The authors found that children more often used unsystematic search strategies. Unsystematic referring to the non-linear way these young learners looked for information. Children simultaneously looked for information using what is referred to as hypertext. This is making use of multiple pages, links and resources with visual, audio and text components to answer questions. Unlike older learners’ kids didn’t focus on validity of the resource they choose. Mostly relying on images, headlines and animations. Mostly because they haven’t been taught or don’t yet understand the process of confirming valid, reliable, trustworthy information. The authors state the positive side is that children can easily become authors of information that is accessible to others. This means that children can make reports of their inquiry from information available on the Web. Research supports that children need guidance to help maintain concentration on browsing, without support they can easily go down a rabbit hole that can lead to endless incorrect information. The negatives of the Web do constitute dangers include pornography, fake news (unreliable sources that seem real), and content that can be easily manipulated. One can't just rely on the Web for accurate information the learner must do due diligence to find information supported by concrete evidence, this is referred to as computer literacy. This article states that blocking these sites are needed for young learners, but older students should be taught, guided to know what is appropriate in an educational setting. The article refers to the Web as a learning tool. With giving kids access to this tool there is an obligation to monitor and allow age-appropriate access/restrictions. Advancements today include parental controls, schools being able to block sites (even colleges blocking social networks on campus) that have dangers or context that deters or hinders learning. Early learners are impressionable. They have more experience today navigating the Web outside educational settings more often at home. Some recommendations included in this article: 1. When children are seeking information on the Web supervise, monitor and guide them to promote concentrated browsing. 2. Blocking content deemed inappropriate should pertain to young children, older children should be less monitored but utilize age-appropriate sites and open communication. 3. Prior knowledge does play a part in computer literacy. Familiarity and validity are just as important as accessibility to the Web. edu800 annotation hypertext education k-12 behavior research searching learning webPersonal Pick: Wójcik, D. (2014). The Butterfly Defect: How Globalization Creates Systemic Risks and What to Do about It. Journal of Economic Geography, 15(1), 250–252. https://doi.org/10.1093/jeg/lbu043 The Butterfly Effect is a popular fictional movie explaining the chaos theory, that even small events can affect the future in unpredictable ways. Goldin and Mariathasan relate this phenomenon in relation to the economy. They focus on the risks created by the process of globalization itself. Connecting the world in this Technolgy Era especially, people seem to take this grand idea for granted as we've become used to these advancements. Some examples of globalization are social media (Facebook, Twitter, Tik Tok), the stock exchange, free trade agreements aka FTOs and technology advancements that use the Internet to communicate (smartphones). Goldin and Mariathasan state simply that there is a potential ripple effect, or dangers, that can easily threaten the whole economy, society and online infrastructure without constant monitoring and agreement on policy and protocol. The author states many risks such as spatial (AI), vector (viruses, pathogens) and density that can all create a high percentage of uncertainty. This article was written in 2014 but the risks to the global system are relatable today. They include the potential harms of supply chain issues, pandemics, growing inequality, international trade and social risks. A small highlight is how high frequency trading is a systematic risk in finance. Easily stated too much of anything can become a bad thing. What is often forgotten are the threats and weaknesses of opening doors without knowing what's behind them. Globalization might be the key to growth on one hand, mostly benefiting developed nations, but undeveloped or third world countries aren't always getting their fair share. Exchanging goods simply bring the threat of unknown exposures. For example, Apple, Coco-cola, Disney even global food chains like KFC, Domino's and Krispy Kreme while they have created jobs globally have also started to create automated machines eliminating the need for workers with those skill sets. Globalization can indirectly pose a threat to job security. Even bigger threats like terrorist groups (internally and externally), deadly viruses, and continuous advancement of nuclear weapons are the bad side of globalization. Any exchange of goods could easily lead to a national security issue. In relation to my interests The Butterfly Defect should be accounted for before introducing the idea of globalization. It should also include strict consequences for violation of terms since the ramifications can be so harsh. I understand why some social networks like Tik Tok created in China aren't as easily trusted. To me it's in relation to Murphy's law, like a close cousin. Since good and bad are subjective terms, someone has to put forth security efforts for the people as well as each country involved. Globally being responsible for so much information, goods, technology...something or someone may get through the cracks. The benefits may outweigh the consequences depending on personal opinion. The end goal is to be aware and create a plan of action if negative connotations arise. technology risks edu800 week5 annotation butterfly defect globalizationHoepfl, M. C. (1997). Choosing qualitative research: A primer for technology education researchers. Journal of Technology Education, 9, 47–63. Hoepfl discusses the characteristics of qualitative research in relation to educational technology researchers. Qualitative research is defined as collecting and analyzing non-numerical data to understand concepts, opinions or experiences. Simply put researchers are using students’ words and relying on the natural setting to collect and interpret data. This method is most common in education, humanities and social sciences. Educational technology researchers appeal to this model because of it allows the science to happen in its natural state by indirectly or directly investigating behavior. Analyzing students’ actions and\or reactions with others. It's observation through a personal lens. Some examples include interviews, case studies, reviewing past documents and literature reviews to answers the reason why and how. In addition to the most commonly used data collection methods being interviews and observations, research may also conduct an analysis of documents from surveys. Human experiences can be helpful when gathered direct/indirectly or through dual observation. Researchers use learning interactions to make modifications or new conclusions. The author suggests a mixed method can be effective in concluding results (using quantitative and qualitative methods). There are certain features of qualitative research. The researchers' purpose is to gain validity. More universities are recognizing qualitative research as a valid method, once less accepting. The researcher bears the burden of analysis of information, analyzing what is deemed important. There are 5 major qualitative approaches or ways of collecting data: narrative, phenomenological, ethnographic, case study, and grounded. In relation to my interest qualitative research methods are more common. I appreciate the means of collecting data from the student's perspective. Educational technology researchers do better with non-numerical data because its behavior based. Human behavior isn't an exact science. There isn't an equation for behavior but there are motivational theories that explain intrinsic and extrinsic motivators. I would consider using interviews, case studies and surveys in my future research. qualitative data themes method edu800 education week4 annotation technology |
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